The nagging question when designing blended courses: Does the proportion of time devoted to online activities matter?

Owston, Ron; York, Dennis N.

doi:10.1016/j.iheduc.2017.09.001

Cited by 79 publications

(80 citation statements)

References 23 publications

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“…A frequent question asked by instructors whenever they shift their focus towards the redesign process is how much time should be devoted to face-to-face classes and online activities (Owston & York, 2018). According to Meyer and Xu (2009), one of the pressing concerns of faculty members regarding employing the services of online tools in teaching is academic workload.…”

Section: Instructor Academic Workloadmentioning

confidence: 99%

Blended learning motivation model for instructors in higher education institutions

Ibrahim

Nat

2019

Int J Educ Technol High Educ

105

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Currently, blended learning (BL) is trending among higher education institutions (HEIs) around the globe. Despite its popularity, no model exists that describes the motivation that affects instructors' opinions and beliefs regarding online learning. Therefore, the purpose of this study is to identify the factors responsible for motivating instructors at HEIs to integrate the BL approach into their courses. Two categories of motivational factors, namely, extrinsic and intrinsic, have been identified in the BL literature. These factors have been used to design a motivation model based on the cause-effect relationship between them. Survey data were collected from 362 HEI instructors in Turkey and North Cyprus for analysis using a structural equation modelling method. The results indicated that both extrinsic and intrinsic motivational factors have a significant impact on the instructors' motivation to apply the BL approach. However, the extrinsic factor, i.e., "academic workload", did not influence the instructors' motivation. In general, the findings confirmed that, the consideration of both extrinsic and intrinsic factors for motivating the application of blended learning has a 79% impact on the adoption of BL. The findings of this study provide practical solutions for educational managers, curriculum designers and faculty members towards creating a cohesive BL environment in HEIs.

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Section: Instructor Academic Workloadmentioning

confidence: 99%

Blended learning motivation model for instructors in higher education institutions

Ibrahim

Nat

2019

Int J Educ Technol High Educ

105

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“…The research instrument used was adopted the survey developed by Owston and York [23] with some modifications so that it was suitable with the researcher's criteria. This research was done on the students of Technology and Information Education Department STKIP PGRI Tulungagung in semester 4 2016.…”

Section: Methodsmentioning

confidence: 99%

Web-Based Learning Personalization of Sequential Learning Style Type to Foster Students’ Mastery on Concept in Learning

Indrakusuma

2019

Preprint

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This research was aimed to see the improvement of students’ mastery on concept in learning by using Sequential Learning Style type which was done by combining online instruction and face to face as the supplementary learning. The data was taken from 30 students who took Learning Material Development course in the Information and Technology Education Department of STKIP PGRI Tulungagung in the semester 4 on 2016. This learning was done by using Personalization of Web-Based Learning of Sequential Learning Style Type in which Dokeos was chosen as the e-learning program. The data was collected by using Likert scale of four categories, that is, excellent mastery, good mastery, fair mastery and poor mastery. Based on the data collected from the respondents, it can be concluded that students’ level of mastery is high. 70% of the students stated that they have excellent mastery on the material and 30% of the students stated that they have good mastery on the material. It showed that this strategy can improve the concept of mastery in learning. The finding, therefore, can be used as the basis to develop new strategy in the learning process by using web-based learning personalization.

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“…For instance, Means, Bakia, and Murphy (2014) write: "Finally, the terms "blended" and "hybrid" are used interchangeable to describe a course where at least 30 percent of the content is delivered online but there are face-to-face meetings for at least 21 percent of the content" (Allen & Seaman, 2013, as cited in Means et al, 2014. Interestingly, the burgeoning literature continues with the conundrum of just what percentage should be f2f and what percentage should be online (e.g., Alammary, Carbone, & Sheard, 2015;Asarta & Schmidt, 2015;Gerbic, 2010;McGee & Reis, 2012;McMurtrie, 2017b;Owston & York, 2018). Seldom is there probing discussion about why and when to use the percentages for either f2f or online learning.…”

Section: Some Guiding Challengesmentioning

confidence: 99%

“…One would want to quickly add learners to such a complexity mix. Additionally, Owston & York (2018) recognize context as an overarching variable that attends to contingencies such as human resources ("e.g., student characteristics and learning preferences, instructor experience and teaching style"), curriculum ("e.g., the nature of the course and instructional goals, online resources, availability of technology"), and institution ("e.g., institutional goals and priorities, quality assurance standards" [Owston & York, 2018, p. 23]). Finally, Brown (2016) suggests that scholars of blended instructional practices (what Brown terms "BIP") name the relevant systems of their activities where they identify elements, attendant levels of interactions, and sequential ordering of how the system unfolds.…”

Section: Future Research and Practicementioning

confidence: 99%

Puzzling Hybrid, Hybrid Puzzling

Kleinsasser¹

2018

JER

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This article encourages inquiry into hybrid (blended, connected, etc.) and second language acquisition (SLA) research, teaching, and learning. Panoramic sketches survey current hybrid research and practice. Heeding Fishman and Dede's (2016) advice, readers will be challenged to consider shifting from "educational evolution to transformation and disruption" and "investing in a robust, flexible infrastructure of people and tools" (pp. 1320-1321). Second language (L2) acquisition elements will offer potential to broaden the edges of various landscapes of L2 teaching and learning (e.g., face-to-face, online, and hybrid), while offering avenues of innovative research potential for hybrid types of investigations, in general. Readers will be enjoined to consider macro-and micro-issues where they can puzzle about the creation and development of vibrant (L2) hybrid (blended, connected, etc.) teaching, learning, and research agendas.Makalah ini lebih lanjut mengembangkan informasi dari alamat paripurna yang diberikan selama Konferensi Internasional UHAMKA perdana tentang Pengajaran Bahasa Inggris (ELT) dan Pembelajaran Bahasa Berbasis Komputer (CALL) (UICELL 2017) di Jakarta, Indonesia, 23 November 2017. Artikel ini mendorong penyelidikan hibrida (dicampur, terhubung, dll) dan penelitian akuisisi bahasa kedua (SLA), pengajaran, dan pembelajaran. Sketsa survei penelitian dan praktik hybrid saat ini. Mengadopsi nasihat Fishman dan Dede (2016), pembaca akan ditantang untuk mempertimbangkan beralih dari "evolusi pendidikan ke transformasi dan gangguan" dan "investasi dalam infrastruktur yang kuat dan fleksibel dari orang dan alat" (pp. 1320-1321). Unsur-unsur akuisisi bahasa kedua (L2) akan menawarkan potensi untuk memperluas berbagai lanskap pengajaran dan pembelajaran L2 (misalnya, tatap muka, online, dan hibrida), sambil menawarkan peluang bagi potensi penelitian inovatif untuk jenis investigasi hibrida, secara umum. Pembaca akan diharapkan untuk mempertimbangkan isu-isu makro dan mikro di mana mereka dapat membuat mempertimbangkan tentang penciptaan dan pengembangan program pembelajaran, pembelajaran, dan penelitian yang bersemangat (L2) hibrida, terhubung.

show abstract

The nagging question when designing blended courses: Does the proportion of time devoted to online activities matter?

Cited by 79 publications

References 23 publications

Blended learning motivation model for instructors in higher education institutions

Blended learning motivation model for instructors in higher education institutions

Web-Based Learning Personalization of Sequential Learning Style Type to Foster Students’ Mastery on Concept in Learning

Puzzling Hybrid, Hybrid Puzzling

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